评估医学课程:偏见,问题,解决方案.
1Department of Medical Education, Geisinger Commonwealth School of Medicine, Scranton, PA, USA.
Medical teacher
|November 28, 2023
概括
医学院可能会提供关于综合课程的偏见数据,并翻转课堂以表现出成功. 本分析探讨了课程评估中的机构偏见,并提出了客观评估的解决方案.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 教育评估的教育评估
背景情况:
- 医学院的课程越来越多地采用综合方法和翻转的课堂模式.
- 虽然经常报告提高学生表现,但这些评估的客观性受到质疑.
- 在机构自我评估和在认证现场访问 (例如,医学教育联络委员会 - LCME) 期间的报告中存在潜在的偏见是令人担忧的.
研究的目的:
- 检查医学院课程评估中可能存在的机构偏见.
- 调查是否有客观支持的综合课程和翻转教室的成功报告.
- 识别和解决可能引入偏见的课程变化背后的动机.
主要方法:
- 批判性分析医疗教育中的机构自我评估过程.
- 在认证期间检查数据报告实践.
- 探索课程改革中潜在的偏见来源.
主要成果:
- 机构对课程成功的自我评估可能会受到偏见.
- 提交认证的数据可能并不总是反映客观的有效性.
- 课程变化的动机可以引入偏见.
结论:
- 对课程有效性的客观确定需要缓解机构偏见.
- 需要制定战略,确保对综合课程和翻转课堂进行公正的评估.
- 解决偏见对于医学教育的准确评估和改进至关重要.
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